Putting the BESE races into perspective
The 2011 BESE elections, however, are getting a bit more scrutiny. Seven of the eight elected seats are being contested. The factor propelling the heightened interest is the two opposing camps that are fully engaged in these elections. One is the coalition of local school boards, superintendents and employee unions.
They feel threatened by reforms that have been enacted by BESE and the Legislature in the past decade. They want to return the system to the days when they were held less accountable for studentís achievement. The other camp is composed of education reformers who worked hard for years to bring better results and more accountability into K-12 public education.
One of the coalition partners in the reform camp consists of key elements in the business community. The strong business involvement has led some in the ďold schoolĒ (pardon the pun) coalition to ascribe ulterior motives to business community involvement. Business motives arenít ulterior at all - they are quite upfront. Without an educated workforce, most businesses canít be competitive.
Businesses in Louisiana are major stakeholders in the public education system. Their taxes pay a huge portion of the funding going into the system. They are supposed to hire the graduates (or dropouts) leaving the system. Yet many in the coalition consisting of the education bureaucracy and their friends in the employee unions seem to feel that business has no place in pushing reforms that would create more quality in the system.
Businesses would like to see the value-added concept work in education as well. That is accomplished by focusing scarce resources on enhanced quality and allowing competition to drive innovation.
The anti-reform crowd bellows that education canít be run like a business that is centered upon making a profit. The ďprofitĒ in an education enterprise is having a student leave a grade level with substantially more knowledge ("value-added") than when he or she entered it. Successful businesses have a business model that continually evolves, focuses attention on quality control, and learns from its competition. Granted, schools arenít businesses, but they can definitely learn from business models.
Perhaps the best example of success from a radical change in an education model occurred in the public schools in Orleans Parish after Hurricane Katrina. The system had to be totally rebuilt. Fortunately, the grip on power held by the employee unions and the school board that was inept and riddled with corruption was removed. A new model was fashioned.
Competition entered the system fueled by the ability of parents to have some choice in which schools their children attended. Regulations were held to a minimum and central control of the system devolved, allowing innovation to bring about remarkable achievements in a short period of time.
Education progress is about adding value to the lives of the students who enter and leave the system. Everyone who votes on Oct. 22 should see which candidates are dedicated to putting the children first, not the bureaucrats and the unions.
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